A Skeleton Outline of a Curriculum Theory

In his text titled Analyzing the Curriculum, Posner (2004) suggested that educators subscribe to an eclectic approach to curriculum - a try everything and see what sticks approach.  This post will outline an idea for a new curriculum theory that similarly borrows from aspects of other theories, but differs from Posner's (2004) suggested smattering of approaches to focus more on an evolutionary use of those theories. While this post is merely a skeleton from which a theory on curriculum could emerge, the articulation of the purpose statement and following premises provide insight into my thoughts on education from which to expand.

Purpose Statement

The purpose of curriculum is to increase individual stability within society while fostering individuality.  It includes an understanding of where the current society stands in reference to economy, justice, and morality.  It includes an understanding of where the current society came from in reference to history as it relates to civil rights and economy.  It includes understanding societies' proposed direction for continued growth and survival.

• The point here is that individuals are products of society.  It remains the goal of the society to assure that the individuals produced [regardless of by birth or other means] becomes not only a consumer of that society but a contributor.  The greater the opportunity provided of the individual to choose how they wish to contribute to society, the greater the opportunity of the individual to find an inherent and self gratifying way to contribute to the society.

Premise 1

Essential to these understanding is schooling in Reading, Writing, Mathematics  and Reasoning & Logic.  These essentials should be taught without fault to students in primary grades.  Upon mastery of these essentials  students will also engage in additional introductory content courses that include - science, theology, psychology, sociology, and fine arts.  As students progress from primary to secondary school choices regarding service based content including firefighting, military, police, medicine, and teaching will also be available.

• This premise borrows heavily from a traditionalist/essentialist back to basics curriculum theory.  However, once essential knowledge has been acquired by students  there is a quick transition to attend to a more experientialist approach.  The goal being to encourage not only intellectual and societal growth but also individual growth.

Premise 2

In secondary school students will have the opportunity to further hone their interests in areas that appeal to them and will be provided additional opportunities to expand their curricular interests through the introduction of identified skill sets needed for advancement within specific fields.   A heavy emphasis will be placed on society's current business models and include opportunities for students to explore research and development aspects for future business.

• While this premise seems to remain experiential in nature, as students begin to identify what they will want to specialize in, initial instruction will return to an essentialist approach - similar to an apprentice type scenario - until students again possess the essential skills needed for manipulation and application of those skills within the greater spectrum of curriculum they are learning.

Reference:

Posner, G.J. (2004). Analyzing the curriculum (3rd ed.). New York, NY: McGraw Hill.

Curriculum Theory: Adoption of a Traditional Theory

Traditional Theory versus Experiential Curriculum: An Open Challenge

Adopting the Traditional Theory posited by theorists such as E.D. Hirsch and Bennett (as cited in Posner, 2004) I would like to challenge my colleagues to recognize that there is a set of pre-determined skills that every child should learn.  This is in direct conflict with the Experiential Curriculum Theory and specifically one of Dewey’s major assertions (Posner, 2004).

Contrary to the Experiential approach that, “…assumes that the curriculum is more or less the same as the very process of living and that no two individuals can or should live precisely the same lives” (Posner, 2004. p. 48).  Traditionalists recognize that there are critical knowledge, basic skills, and societal ideals that provide a society with the very backbone needed to survive.  An example of the importance of this aspect can be understood by conducting a simple review of history.  In each societal existence there remains a common need for members of the society to understand and adhere to basic principles set by the greater society for the safety and growth of the groups existence.  While these basic principles have changed over time as societies have evolved, we exist now in a society that places a strong emphasis on basic skills in reading, writing, and mathematics.  If those basic skills are not taught by teachers or learned by students  within the society, society would find itself lacking in potential for increasing individual and societal growth.

We must not view these needs for critical knowledge as limiting.  They are the building blocks from which creativity stems.  Further, command of fundamental knowledge facilitates acquisition and engagement in higher order thinking.  Thus, regardless of the negative connotation of teaching students to mastery in basic skills [reading, math, and writing] these skills provide the very foundation of knowledge needed to advance learning.

How does society gain from reducing education of its youth to the whims of what the youth is interested in rather than that what the greater society has determined as important.  It is only through the manipulation of norms that we have the potential to be creative.  There is no chicken and egg discussion – there is no deviation from the norm without the existence of a norm to manipulate.

Reference:

Posner, G.J. (2004). Analyzing the curriculum (3rd ed.). New York, NY: McGraw Hill.

Motivational Theory: Corrective Reading [Conclusion]

Conclusion:

Evidence of careful consideration and balance in understanding the importance of encouraging students to transition from extrinsic motivation toward  intrinsic motivation when learning is apparent within the Corrective Reading's (2008) approach to program design and delivery techniques.  The application of goal-oriented motivational strategies that foster effort based attribution to success and setbacks assists learners in understanding that learning and the acquisition of skills and knowledge increases self-efficacy.  In identifying that the Corrective Reading (2008) program contains strong elements of both extrinsic and intrinsic motivational strategies, and that the direct instruction design has a strong evidence base that supports increase in student affect (Carnine, 2000), educational institutions choosing to implement this program should do so with confidence.

Regarding the Corrective Reading (2008) program and the perceived problem posited within the initial post suggesting that, corrective programs fail students as the result of lacking motivational substance, the alleviation of this motivational concern provides implementors not only confidence in using the program, but also more time to focus on implementation issues rather than program adoption concerns.  For example, implementors can spend more time discussing student and teacher progress within the program.  Implementation discussions [rather than discussion on program adoption] provide opportunities for implementors to measure and report on student and teacher success as well as identify opportunities for additional professional development directly related to the use the program.

Reference

Carnine, D. (2000). Why education experts resist effective practices and what it would take to make education more like medicine [Online exclusive]. Thomas B. Fordham Institute: Advancing Educational Excellence. Retrieved April 1, 2000, from http://www.edexcellence.net/issues/results.cfm?withall=doug+carnine&search_btn.x=0&search_btn.y=0

Engelman, S., Hanner, S., & Johnson, G. (2008). Corrective reading: Series guide. Columbus, OH: McGraw-Hill